Ethno-Science and Globalization

Abstract

Globalization accelerates at an extreme rate through development of technologies of communication. However, people living in poor countries' access is very difficult because of the energy and financial demands that technology requires. One consequence of globalization for science and science education is it creates even more complex societies and challenges for indigenous communities. However, increasing local achievement in science and science education is advocated by a number of researchers in order to provide opportunities for people globally. This issue of making local knowledge part of the global brings with it the challenges of politics, history, language, economics, and ethics. The effects of globalization have been far-reaching, while the living standards of the world are still highly uneven. This study focused on ethno-science and globalization.

(Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal

“…These inequalities are exclusively disturbing since investigation displays that disengagement in science classes due to lack of activities and so students lose interest and do not develop connections in daily life experiences and the science subject at tenth grade, they are not willing to enroll them in advanced learning courses in the universities. To address these anxieties, researchers have called for activity-based instruction (Acharya, 2018;Adejimi, 2019;Chowdhury, 2018), real-life active learning (Chen, 2019), and social contexts that facilitate motivation, engagement, and the development of a positive academic identity (Hussin, JHarun, & Shukor, 2019;Rouse, 2018). This scenario led school science teachers to engage high school pupils with real-life problems through intellectually challenging learning activities within motivationally supportive social and cultural settings of the communities.…”